Chapter one: Introduction

The training program described in this manual represents nearly
25 years of development. The Peace Corps Aquaculture Training Program has been
evolving since training began in 1966. The basic training model was developed
originally by Dr. Howard Clemens at the University of Oklahoma. It has been
modified over time, constantly being adapted to various training styles and
circumstances, as well as to the needs expressed by field staff. Revisions have
also been made based upon feedback from trainees, Volunteers, training staff and
Peace Corps field staff. In addition, aquaculture technologies have changed
constantly and significantly since the early days of Peace Corps aquaculture
training. This has necessitated the inclusion of these improved technologies
into the training program.

Peace Corps' approach to aquaculture development has changed
significantly based on the experiences of early Volunteers and the training
program has also changed to reflect this. Most of the early aquaculture projects
were directed toward improving the capability of the host-country government to
promote and support aquaculture development. The emphasis was on assisting large
numbers of farmers with the development of subsistence-level aquaculture. Many
Volunteers were assigned to government stations, while the emphasis of the
extension program was on training hostagency extension agents. Peace Corps
programmers believed that aquaculture development would be achieved during a
single two-year Volunteer assignment. As Peace Corps gained experience it became
evident that this approach would not lead to sustainable development.

During the late 1970's and early 1980's, Peace Corps'
aquaculture projects experienced a dramatic metamorphosis. The idea that
counterparts were a necessity faded and the emphasis shifted from subsistence to
small-scale commercial aquaculture enterprises. Income generation became the
driving force behind the adoption of aquaculture by carefully selected and
targeted model farmers. The focus shifted to direct farmer training with the
goal of farmer self-sufficiency. It was recognized that this could not be
achieved in two years so current projects are usually planned as six-year or
longer efforts.

Well-trained Volunteers have proven that they can be the
catalyst that facilitates this type of sustainable development. But, to play
this role Volunteers must be much more than aquaculture technicians.
Consequently, their preparation is critical. First, they need to develop a broad
foundation in general aquaculture. Second, training cannot be limited to the
technical aspects of aquaculture development. It must also help the trainee to
develop the personal attributes that are necessary to effectively transfer their
knowledge and skills to the farmers with whom they work. Thus, when technical
training ends, not only will they be technically competent, but they also will
be primed for the country-specific technical, language and cross-cultural
training in which they will participated during in-country training (ICT). Only
in a well designed ICT program can they gain the country-specific knowledge that
will enable them to effectively transfer their skills. During this period,
trainees should be oriented to their role in the aquaculture project in that
country. Technical and nontechnical pre-service training are two crucial
components of Volunteer preparation. But they are only developmental milestones
in the continuous process of personal growth that is provided by Peace Corps
service.

This manual is not intended to be a comprehensive, step-by-step
guide to aquaculture training. Training is a dynamic process, constantly
evolving, and always needs to be tailored to the unique circumstances of each
program. This includes the needs of the trainees, the objectives of the
aquaculture projects, and the personalities and styles of the training staff.
The technical sessions described here are meant to serve as guidelines. They
should be revised and adapted to the specific situations and logistical
constraints of each training program. Scheduling and timing depend on a
multitude of factors. The suggestions given here are examples of what has
occurred in past programs, but should be changed as needed to fit new
circumstances. The size of the group, logistics, backgrounds of the trainees,
personalities of the groups (especially the type of leadership found within the
groups), and the staff to trainee ratio will all impact upon the amount of time
needed to complete the various activities. The order in which the staff chooses
to implement certain exercises may also be affected. On the other hand, there is
a flow of events. Many activities and exercises build on the knowledge that is
gained over time and with experience. Therefore, changes in the order should be
made very carefully with specific objectives in mind. The training staff must
always be sensitive to the trainees with whom they are working and must remain
flexible to address special, unforeseen needs that may arise. This might involve
occasional revisions in the planned program when appropriate. It is always
possible that a group may require a special session, technical or non-technical,
that has not been included in this
manual.